Feedback Strategies for Teachers and School Leaders: How Effective Are You?

Feedback is one of the most powerful tools in education, shaping how students learn and grow. Yet, how often do we reflect on whether our feedback truly makes a difference? Are we leveraging its full potential, or are there opportunities to refine our practices? Research by Hattie and Timperley (2007) reveals that effective feedback can double the rate of student progress in a single year—an impact too significant to ignore.

For feedback to achieve this transformative potential, it must move beyond surface-level comments. It needs to provide actionable, meaningful insights that guide students toward improvement while fostering their confidence and independence. This blog invites teachers and senior leaders to explore the qualities of effective feedback, discuss implementation strategies, and reflect on how we can collectively embed a culture of feedback within our schools.

What Makes Feedback Effective?

Let’s start by breaking down the essential characteristics of feedback. Teachers: Do you feel your feedback consistently meets these criteria? Senior leaders: How are you supporting teachers in achieving these practices?

• Specific and Targeted: Feedback must focus on precise aspects of a student’s work. Does it align with the learning objectives? Does it address areas where the student can improve and provide clear next steps?
• Timely and Actionable: Is feedback provided when it can have the most impact? Senior leaders, consider how school policies support timely feedback processes.
• Constructive and Encouraging: Feedback should inspire growth. Are students leaving feedback sessions feeling motivated and capable, or discouraged?
• Personalised and Inclusive: Are we tailoring feedback to individual student needs and cultural contexts? What support do teachers need to ensure feedback is relevant and accessible to all learners?
• Goal-Oriented: Is feedback linked to clear success criteria, giving students a sense of direction and purpose?

Reflecting on these questions as a team can help identify where practices are strong and where there’s room for growth.

Strategies for Embedding Feedback into School Culture

Feedback should be woven into the fabric of teaching and learning. How can senior leaders and teachers collaborate to make this happen?

• Rubrics and Criteria: Do teachers have access to clear frameworks that make expectations and feedback consistent across classrooms? Are students involved in understanding these criteria?
• Student-Led Feedback Processes: Can we create opportunities for students to self-assess and engage in peer feedback? How can senior leaders support teachers in building these practices?
• Technology Integration: What digital tools are available to streamline feedback and make it more personalised? Are teachers equipped and confident in using them effectively?
• Professional Development: Are we providing regular training on feedback strategies? How are senior leaders creating spaces for teachers to share successes and challenges?
• Overcoming Barriers: Some students resist feedback. How can teachers be supported in building trust and using feedback to foster positive relationships?

These strategies require ongoing dialogue between senior leaders and teachers to ensure alignment, shared ownership, and consistent application across the school.

The Bigger Picture: Feedback’s Long-Term Impact

Effective feedback doesn’t just improve grades—it shapes students into self-directed learners and critical thinkers. Senior leaders, how is this broader vision reflected in your school’s strategic goals? Teachers, do you feel equipped to nurture these skills in your students?

• Self-Directed Learning: Feedback teaches students to monitor their progress and take ownership of their development. Are we encouraging this independence?
• Critical Thinking: By prompting students to reflect and analyse, feedback helps them build lifelong skills. Are classroom activities designed to integrate these reflective practices?
• Growth Mindset: Effective feedback focuses on effort and progress rather than fixed abilities. How are we ensuring that this message reaches all students consistently?

When senior leaders and teachers work together to align feedback practices with these broader goals, the ripple effects extend far beyond individual classrooms, enriching the entire school culture.

Starting the Conversation

Senior leaders, ask your teachers:

• What do you feel works well about your feedback practices? Where do you see challenges?
• How can we better support you in providing meaningful feedback?
• What tools, time, or training would make a difference?

Teachers, ask your leaders:

• How does our school’s vision reflect the importance of feedback?
• Are there opportunities to collaborate with peers to refine feedback practices?
• How can school policies and structures better support timely, actionable feedback?

Creating a Feedback Culture Together

Feedback is a shared responsibility—one that requires commitment, reflection, and open communication between teachers and senior leaders. By aligning our efforts, we can create a culture where feedback is not just a tool for assessment but a cornerstone of growth, empowerment, and collaboration.

Let’s continue the conversation: How can we refine our feedback practices to better support our students and each other? Share your thoughts, challenges, and successes—together, we can drive meaningful change.

Reference: Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

Please leave this field empty

Smart strategies for school leaders – in under 5 minutes a week.

Get weekly leadership insights —designed for educators, school leaders, and aspiring leaders.
Each issue offers a single theme, practical strategies, real-world reflections, and tools to help you lead with confidence, purpose, and impact.

We don’t spam! Read our privacy policy for more info.

Check your inbox or spam folder to confirm your subscription.

Dr Jake Madden

I’m Jake Madden (Dip Teach; B.Ed; Grad Dip: Leadership; M. Ed: Leadership; EdD; FACEL; MACE), and I’ve had the privilege of working in education for over thirty years as a teacher and principal. Throughout my career, I’ve focused on supporting teachers to build their capacity, developing learning approaches that respond to the needs of today’s world, creating flexible learning spaces for 21st-century learners, and designing curriculum that encourages global mindedness. I’m particularly passionate about the concept of teacher-as-researcher, and I’ve been fortunate to contribute to this area by sharing my experiences through books and journal articles. My work reflects what I’ve learned from leading and navigating educational change, and I’m always eager to continue learning from others in the field.

See Full Bio

Author: Dr Jake Madden

I’m Jake Madden (Dip Teach; B.Ed; Grad Dip: Leadership; M. Ed: Leadership; EdD; FACEL; MACE), and I’ve had the privilege of working in education for over thirty years as a teacher and principal. Throughout my career, I’ve focused on supporting teachers to build their capacity, developing learning approaches that respond to the needs of today’s world, creating flexible learning spaces for 21st-century learners, and designing curriculum that encourages global mindedness. I’m particularly passionate about the concept of teacher-as-researcher, and I’ve been fortunate to contribute to this area by sharing my experiences through books and journal articles. My work reflects what I’ve learned from leading and navigating educational change, and I’m always eager to continue learning from others in the field. View all posts by Dr Jake Madden